GEORGIA REGENTS UNIVERSITY
COLLEGE OF EDUCATION
Department of Counselor Education, Leadership,
and Research
COUNSELOR EDUCATION
M.Ed. PROGRAM
STUDENT HANDBOOK
2014-2015
This handbook, including all forms, is available on the Department of Counselor Education, Leadership, and Research website at http://www.gru.edu/colleges/education/elcse/
TABLE OF CONTENTS
GENERAL INFORMATION ... 4
FOREWORD AND WELCOME ... 4
MISSION STATEMENT ... 4
STUDENT LEARNING OUTCOMES ... 5
THE COUNSELOR EDUCATION M.ED. PROGRAM ... 7
CACREP Accreditation ... 9
Certification for School Counselors ... 9
Professional Licensure ... 10
Outstanding Graduate Student in Counselor Education Award ... 11
College of Education Scholarships ... 11
Graduate Assistantships ... 11
Personal Counseling ... 11
LiveText ... 11
CONCEPTUAL FRAMEWORK PRINCIPLES ... 12
CACREP OBJECTIVES ... 13
TECHNOLOGY COMPETENCIES ... 16
AREAS OF SPECIALIZATION ... 19
COURSE OF STUDY – CLINICAL MENTAL HEALTH COUNSELING (CMHC) ... 22
COURSE OF STUDY – SCHOOL COUNSELING ... 23
POLICIES OF THE COUNSELOR EDUCATION PROGRAM ... 24
ADMISSION TO THE MASTER’S PROGRAM: PROCESS AND CRITERIA ... 24
NONDISCRIMINATION POLICY ... 27
ENDORSEMENT POLICY OF THE COUNSELOR EDUCATION PROGRAM ... 27
SYSTEMATIC ASSESSMENT OF STUDENTS PURSUING THE ... 28
MASTER’S DEGREE IN COUNSELOR EDUCATION ... 28
TIME LIMIT FOR COMPLETION OF DEGREE ... 29
SYSTEM OF ACADEMIC AND PROFESSIONAL ADVISING ... 30
. ... 30
NEW STUDENT ORIENTATION ... 30
PROFESSIONAL IDENTITY AND AFFILIATION ... 31
PROFESSIONAL LIABILITY INSURANCE ... 32
ACADEMIC REGULATIONS ... 33
PRACTICUM AND INTERNSHIP: REQUIREMENTS AND PROCEDURES ... 34
PRACTICUM RELATED REQUIREMENTS AND PROCEDURES ... 34
INTERNSHIP RELATED REQUIREMENTS AND PROCEDURES ... 38
COMPREHENSIVE ASSESSMENT ... 42
GRADUATION REQUIREMENTS ... 42
REQUIRED FORMS FOR THE MASTER'S DEGREE PROGRAM ... 42
LICENSURE AND CERTIFICATION INFORMATION ... 43
GRADUATE STUDENT ORGANIZATIONS ... 43
CAREER CENTER ... 44
APPENDICES ... 45
APPENDIX A - REQUIRED FORMS ... 46
ADVISING SHEET: Clinical Mental Health Counseling ... 47
ADVISING SHEET: School Counseling ... 49
M.ED. APPLICATION FOR GRADUATION ... 51
APPENDIX C – LEARNING OBJECTIVES ... 52
MATRIX OF STANDARDS - Assessment Plan ... 53
CACREP Program Objectives and Curriculum ... 56
FOUNDATIONS ... 64
COUNSELING, PREVENTION, AND INTERVENTION ... 64
DIVERSITY AND ADVOCACY ... 65
ASSESSMENT ... 66
RESEARCH AND EVALUATION ... 67
ACADEMIC DEVELOPMENT ... 67
COLLABORATION AND CONSULTATION ... 68
LEADERSHIP ... 68
General Information
Foreword and Welcome
Welcome to the Counselor Education M.Ed. Program! You have chosen a counseling program designed for students and teachers in the CSRA who wish to develop understanding and skills beyond those human relationship skills that they have already acquired in undergraduate programs and in current professional growth.
This handbook seeks to provide the guidelines necessary for graduate students to maximize their clinical education experience in the Program. For those exploring the possibility of entering the Program and seeking admission, this handbook offers guidance in navigating the process. Assistance in the application process can be obtained by contacting the Graduate Admissions Coordinator in the Office of the Dean in the College of Education for an application packet and/or by speaking to a member of the Program faculty.
Those students admitted to the Counselor Education M.Ed. Program will find this Student
Handbook useful at each step in the progress toward graduation. While an effort has been made to provide comprehensive material, the enclosed are primarily guidelines, since not every eventuality may be foreseen. Each student needs to work closely with an advisor. Completion of all
graduation requirements, while a concern of the advisor, is ultimately the responsibility of the student. To this end, students will sign a document that outlines their responsibility to stay
current regarding deadlines for completion of requirements.
The Program faculty welcomes your interest and participation in a learning experience that will be stimulating, challenging, and enjoyable! The excellence of the program is predicated upon
students and faculty working together to become better educated, more effective, and more discerning individuals. Students’ active contributions are expected, welcomed, and appreciated.
Mission Statement
Georgia Regents University's Counselor Education Program trains professional counselors at the graduate level in the specializations of Clinical Mental Health Counseling and School Counseling. The program acknowledges a commitment both to the students who will pursue preparation as professional counselors and to the larger public served by our graduates, for whom we all share a responsibility. It is due to this commitment that the faculty holds high standards in the process of training professional counselors.
As the second largest metropolitan area in Georgia, Augusta has a large urban population; yet, we also serve suburban and rural communities. From this unique vantage point, we recognize the need to address the economic, educational, and socio cultural inequalities that exist in our community. As a result, we expect students to develop a commitment to community service, both for the prevention and remediation of life's problems, and to the pursuit of excellence in the counseling profession.
M.Ed. in Clinical Mental Health Counseling Program Purpose Statement
The purpose of the GRU Clinical Mental Health Counseling program is to prepare highly skilled professional counselors for work in a range of community and agency settings. Graduates effectively assess client needs, prepare relevant treatment plans, and utilize theoretically-driven therapeutic services that facilitate client growth, resiliency and wellness in both individual and group formats. They respect human diversity, demonstrate leadership capabilities, demonstrate an understanding of the organizational and administrative aspects of delivering counseling services, and apply appropriate ethical principles of the profession.
M.Ed. in School Counseling Program Purpose Statement
The purpose of the GRU School Counseling Program is to prepare highly skilled professional school counselors for work in a range of K-12 school settings. Through training in leadership, advocacy, collaboration, and systemic change, graduates provide individual, group, and classroom guidance services that enhance K-12 students' academic success and increase student
social/emotional development and career preparedness. Graduates implement prevention and intervention measures that promote wellness and resiliency and demonstrate leadership, service, and advocacy for systemic change. Graduates adhere to the ethical principles of the profession, respect human diversity, and are knowledgeable in needs assessment, program development and evaluation, and the overall management of a comprehensive school counseling program.
Student Learning Outcomes
Student Learning Outcome Evaluation MethodSLO 1 Students will obtain current theoretical knowledge and skills in the core areas of counseling.
Students will maintain a 3.0 GPA (B or above average) in all coursework throughout the program.
SLO 2 Students will be able to demonstrate knowledge and skills they have gained in graduate courses.
Students will obtain scores at the proficient level or above in final Professional Counseling Development Evaluation (PCDE) key assessment elements pertaining to demonstrating professional responsibility and qualities (section 1), planning and preparation (section 3), and counseling knowledge and skills (section 4).
SLO 3 Students will utilize current, recognized professional literature and evidence-based practices that form the
foundation for the counseling profession.
SLO 4 Students will demonstrate the ability to positively impact client development and student learning.
In the Client Development Project and Impacting Student Learning (MEASURE) Project key assessment rubrics, and in the final Evaluation by Site Supervisor, students will score at the proficient level or above.
SLO 5 Students will demonstrate competence in working with diverse populations and implementing advocacy practices.
All students in the master's program complete a 3-credit course in multicultural counseling, in which they
demonstrate competency on a final exam. In addition, multicultural issues are infused throughout the
curriculum. Students complete their practicum and internship experiences at sites that serve diverse clients. They will score at the proficient level or above in final PCDE key assessment elements pertaining to advocacy (section 2) and multicultural competence (section 6).
SLO 6 Students will develop identities as professional counselors in their respective areas of emphasis.
Students are expected to participate and/or present or co-present with faculty at state and national conferences. In addition, by the practicum and internship courses, students are expected to join appropriate state and national organizations, such as the American Counseling Association, Georgia School Counselors Association, Licensed Professional Counselors Association of Georgia, and South Carolina Counseling Association. Students will score at the proficient level or above in final PCDE key assessment elements pertaining to professional identity (section 2).
SLO 7 Students will display
receptiveness to supervision, awareness of self, and dispositions indicative of a professional counselor.
Students will obtain scores at the proficient level or above in final PCDE key assessment elements pertaining to demonstrating professional responsibility and qualities (section 1), supervision (section 5), and personal
reflection and growth (section 7).
SLO 8 Graduates will secure professional positions in counseling.
Results of graduate surveys will reveal that a minimum 80% of all graduates who are employed are serving as counselors or in closely-related positions.
SLO 9 Graduates will be successful in their professional positions.
SLO 10 The student population will be diverse with respect to race and gender.
The Counselor Education Program Diverse Student Recruitment Plan will be utilized to increase student racial, ethnic, and gender diversity by 5% each year, until it matches the region's demographics in these areas.
The Counselor Education M.Ed. Program
Georgia Regents University's Counselor Education M.Ed. Program is designed to train professional counselors at the Master's level in the specializations of Clinical Mental Health Counseling and School Counseling. The Clinical Mental Health Counseling major prepares students to work in a variety of human service settings, including mental health centers, substance abuse centers, career counseling centers, hospital based mental health clinics, rape/crisis centers, mental health oriented managed care programs, employee assistance programs, and other public and private community agencies offering counseling services, consultation, and prevention programs. The School Counseling major prepares students to work as counselors in elementary, middle, and secondary schools. This training is directly parallel to the training in community counseling and offers didactic and experiential learning needed for the specific needs of the school setting.
Both the Clinical Mental Health Counseling and the School Counseling specializations incorporate a strong base of theoretical knowledge with a comprehensive experiential component. The
Clinical Mental Health Counseling program is a 60 credit hour program, while the School
Counseling program is 48 credit hours. Many of our students are employed full-time or part-time and, therefore, choose to pursue their graduate study on a part-time basis. With this diversity of student type in mind, the faculty has developed two basic course sequences.
Part-time students will pursue a course of study that involves taking two courses per semester during most regular academic semesters and two courses during the summer semester. Part-time students would be able to complete all program requirements in three to four years (including summers), depending on the specialization area. Students who can engage in full-time graduate study will complete the program requirements in two to three years (including summers) again, depending on the specialization area. Students in both the Clinical Mental Health Counseling and School Counseling programs are required to do one semester of practicum (150 hours) and two semesters of internship (600 hours). No student may complete his or her program of study in fewer than five academic semesters. All counseling courses are offered during the late afternoon and evening hours between 4:30 and 9:45 p.m., Monday through Thursday. During the summer semester, courses are offered either during the day or evening. Some weekend and online courses also are available.
CACREP Accreditation
Both the Georgia Regents University Counselor Education M.Ed. Programs are accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). This accrediting body awards accreditation to counseling programs that meet their specific educational and professional standards. The program gained accreditation for the Community Counseling and School Counseling specialization areas in 2006. In 2009 CACREP began phasing out Community Counseling programs of 48 hours and replacing them with Clinical Mental Health Counseling Programs (CMHC) of 60 hours. GRU will seek reaccreditation for the School Counseling program and accreditation under the 2009 CMHC standards during its next regularly scheduled site visit in 2014. Roughly half of the counseling programs in the country currently meet the exacting
CACREP standards.
Certification for School Counselors
The Georgia Regents University Counselor Education Program for School Counseling has been reviewed and approved by the Georgia Professional Standards Commission. This allows School Counseling Certification to be awarded upon completion of all requirements. All inquiries regarding certification can be processed through the Certification Officer in the College of Education. The Georgia Assessment for the Certification of Educators (GACE) Basic Skills and the GACE School Counseling tests are required and administered several times a year. The GACE Basic Skills Test (3 parts) must be taken by those candidates who do not have Teacher Education preparation and is a requirement for admission to the School Counseling program. The GACE School Counseling Test (2 parts) should be completed by the last semester of internship.
Information may be obtained from the GACE website at http://www.gace.nesinc.com/. The course SPED 4002: Teaching Students with Disabilities in General Education is also a certification
requirement. Georgia Teacher Certification is administered by:
Georgia Professional Standards Commission 200 Piedmont Avenue
Suite 1702
Atlanta, GA 30334-9032 1-800-869-7775 (In Georgia)
http://www.gapsc.com/
South Carolina certification requirements are the same as for Georgia at the present time. For further information, contact:
Office of Teacher Certification State Department of Education 3700 Forest Drive, Suite 512
Columbia, SC 29204 Tel: 803-734-8323
Professional Licensure
Licensure as a Licensed Professional Counselor (LPC) in the State of Georgia requires the student to pursue three years of supervised practice after the completion of Master’s Degree
program. An examination, the National Counselor Examination (NCE), is required for all
students seeking licensure. This test, administered by the National Board for Certified Counselors (NBCC), is also required for certification as a National Certified Counselor (NCC). The Counselor Education Program coordinates with NBCC to offer the National Counselor Exam (NCE) at GRU as a convenience for students each year during October and April.
For those individuals interested in pursuing licensure in Georgia as a Marriage and Family Therapist (LMFT), the program also offers a beginning course sequence that can be pursued during and following the Master’s Degree program that will allow the student to pursue LMFT licensure. This is a service sequence and will be offered when faculty resources are available. Graduation from the Counselor Education Program at GRU does not meet all the requirements for LMFT licensure. Inquiries regarding counselor licensure should be directed to the appropriate state agency.
All inquiries regarding certification as an NCC should be directed to: National Board for Certified Counselors, Inc.
3 Terrace Way Greensboro, NC 27403-3660 Tel: (336) 547-0607 Fax: (336) 547-0017 Email: [email protected] www.nbcc.org
Inquiries related to LPC licensure in the state of Georgia should be directed to: Georgia Composite Board of Professional Counselors
237 Coliseum Drive Macon, GA 31217-3858
Tel: (478) 207-2440
www.sos.state.ga.us/plb/counselors
Inquiries related to LPC licensure in the state of South Carolina should be directed to: SC Board of Examiners for Counselors and Therapists
P.O. Box 11329 Columbia, SC 29211-1329 Tel: (803) 896-4658 Fax: (803) 896-4719 [email protected] http://www.llr.state.sc.us/pol/counselors/
Outstanding Graduate Student in Counselor Education Award
Each year the faculty selects one counseling student as the recipient of the Outstanding Graduate Student in Counselor Education Award. The award goes to a student who has shown outstanding academic performance by maintaining a 3.5 or above grade point average, who has demonstrated dedication to the profession by membership and involvement in professional counseling
organizations, who has shown exceptional potential for achievement in the counseling field, and who will graduate within one year.
College of Education Scholarships
Students who are admitted to the Counselor Education Program are eligible to apply for several scholarships through the College of Education. Scholarships are typically awarded to those who show outstanding academic achievement in their graduate studies and demonstrate a financial need. Scholarship applications are available upon request in the Dean’s office in the College of Education each spring semester.
Graduate Assistantships
A number of graduate assistantships are available to graduate students in the College of Education and counselor education students are encouraged to apply. The graduate assistantship stipend pays the student's tuition plus a stipend per semester. The student must pay the campus activity fees, parking, books and matriculation fees. The assistantship involves working 10 hours/week with the faculty on assigned projects in the CELR Department or other departments in the College of Education. Applications may be obtained from the Administrative Assistant to the Department of Counselor Education, Leadership, and Research.
Financial Aid Information
Georgia Regents University has an Office of Student Financial Aid. This office provides information on institutional work study, scholarships, grants, and loan programs; in addition to state and federal programs. Financial aid questions can be answered by contacting the Summerville Campus office at 706-737-1431, [email protected], or http://www.gru.edu/finaid/
Personal Counseling
All students in the Counselor Education Program are strongly encouraged to pursue personal counseling at some point during their course of study. Such personal work not only aids
prospective counselors in developing self-awareness and self-growth, but also provides a window into the world of the client who comes to the helping practitioner for counseling services.
Counseling services are available at no charge to currently enrolled GRU students at the GRU Counseling Center currently located in Boykin-Wright Hall. A listing of other off-campus counseling resources is available on the program website or from any full-time faculty member.
LiveText
word-processing format. All students will upload assignments, their portfolio, and other required documents into LiveText. LiveText works better with the Mozilla Firefox browser rather than Internet Explorer. Students may Google Mozilla Firefox and download it to their computers.
Delivery of Instruction
Instructors within the department of Counselor Education, Leadership, and Research utilize several modalities in the delivery of instruction and learning – face to face, hybrid (classes that are face to face and online), and fully online. Desire2Learn (D2L) is the learning platform used for online classes. Every class has a D2L section utilized by faculty. Assistance for any technology issues can be obtained at http://www.gru.edu/its/.
Conceptual Framework Principles
The preparation of teachers and other school personnel is critical to all other professions, and to communities, the state, and the nation. The professional educator plays an essential role in student learning. The Conceptual Framework of the professional education unit at Georgia Regents University consists of a mission and vision with an overarching theme to produce prepared, able, and responsive professionals to teach and support diverse learners.
This mission and vision requires a partnership between the professional education unit including the College of Education, the College of Arts and Sciences, the local community educational system, community agencies, and the Partner School Network.
Conceptual Framework: Mission
Our mission is to educate prospective school professionals to be knowledgeable, highly effective, and ethical practitioners.
Conceptual Framework: Vision
Our vision is to prepare school professionals who transform P-12 learners into thinking, productive citizens.
Standard: Prepared
Disposition: To think critically about the process of teaching, learning and assessment. Competencies: Candidates who are prepared will:
P1 - demonstrate strong content and pedagogical preparation in their respective subject area or
professional field.
P2 - use self-assessment and analysis as a basis for collaboration with colleagues, continuing
professional development and lifelong learning.
P3- possess an understanding of the central concepts, tools of inquiry, and structures of the
discipline(s) or professional field of study and create learning experiences that enable all students to learn.
P4- demonstrate an understanding about how students learn and develop (intellectually, socially,
and individually) and provide developmentally appropriate curricula, learning opportunities and support.
P5- demonstrate knowledge about how to use information and technology effectively to foster
Standard: Able
Dispositions: To be creative, challenging, and flexible in teaching/professional practices. Competencies: Candidates who are able will:
A1 - understand, use and support a variety of instructional strategies to encourage critical and
creative thinking, problem solving, and achievement.
A2- create a learning environment that encourages positive social interaction, active engagement
in learning, and self-motivation for all learners.
A3- plan, guide, and support instruction using knowledge of subject matter, the learners, the
community, and curriculum goals.
A4- understand and use authentic assessment to evaluate and ensure the continuous development
of the learner.
A5- organize, allocate and manage resources to support learning. Standard: Responsive
Disposition: To act in a fair manner that is empathetic, responsive, enthusiastic, inclusive, and
reflective in relations with students, parents, peers, and others.
Competencies: Candidates who are responsive will:
R1- respect the dignity of all persons believing that all children can learn and have the right to an
opportunity to do so.
R2- translate knowledge into creating and supporting meaningful experiences for diverse learners. R3- accept responsibility for teaching and working in authentic settings with diverse populations
of learners.
R4- demonstrate a commitment to meet the educational needs of learners in a fair, caring,
nondiscriminatory, and equitable manner.
R5 - reflect on practice and continually evaluate the effects of choices and actions on others
(students, parents, and other professionals in the learning community).
R6- foster professional relationships with school colleagues, parents, and agencies in the larger
community to support the learning and well-being of all students.
CACREP Objectives
The Counselor Education M.Ed. Program subscribes to the concept of the broadest possible clinical education for our students obtaining a Master's degree in Clinical Mental Health or School Counseling. Therefore, our Program's core objectives are the same for all programs and are taken from the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Curricular experiences and demonstrated knowledge in each of the eight common core areas are required of all students in the program. The eight common core areas follow.
b. professional roles, functions, and relationships with other human service providers, including strategies for interagency/interorganization collaboration and
communications;
c. counselors’ roles and responsibilities as members of an interdisciplinary emergency management response team during a local, regional, or national crisis, disaster or other trauma-causing event;
d. self-care strategies appropriate to the counselor role; e. counseling supervision models, practices, and processes;
f. professional organizations, including membership benefits, activities, services to members, and current issues;
g. professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues;
h. the role and process of the professional counselor advocating on behalf of the profession;
i. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; and
j. ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.
2. SOCIAL AND CULTURAL DIVERSITY—studies that provide an understanding of the cultural context of relationships, issues, and trends in a multicultural society, including all of the following:
a. multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally;
b. attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities designed to foster students’ understanding of self and culturally diverse clients;
c. theories of multicultural counseling, identity development, and social justice; d. individual, couple, family, group, and community strategies for working with and
advocating for diverse populations, including multicultural competencies;
e. counselors’ roles in developing cultural self-awareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body; and
f. counselors’ roles in eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination.
3. HUMAN GROWTH AND DEVELOPMENT—studies that provide an understanding of the nature and needs of persons at all developmental levels and in multicultural contexts, including all of the following:
a. theories of individual and family development and transitions across the life span; b. theories of learning and personality development, including current understandings
about neurobiological behavior;
c. effects of crises, disasters, and other trauma-causing events on persons of all ages; d. theories and models of individual, cultural, couple, family, and community resilience; e a general framework for understanding exceptional abilities and strategies for
f. human behavior, including an understanding of developmental crises, disability,
psychopathology, and situational and environmental factors that affect both normal and abnormal behavior;
g. theories and etiology of addictions and addictive behaviors, including strategies for prevention, intervention, and treatment; and
h. theories for facilitating optimal development and wellness over the life span.
4. CAREER DEVELOPMENT—studies that provide an understanding of career development and related life factors, including all of the following:
a. career development theories and decision-making models;
b. career, avocational, educational, occupational and labor market information resources, and career information systems;
c. career development program planning, organization, implementation, administration, and evaluation;
d. interrelationships among and between work, family, and other life roles and factors, including the role of multicultural issues in career development;
e. career and educational planning, placement, follow-up, and evaluation;
f. assessment instruments and techniques relevant to career planning and decision making; and
g. career counseling processes, techniques, and resources, including those applicable to specific populations in a global economy.
5. HELPING RELATIONSHIPS—studies that provide an understanding of the counseling process in a multicultural society, including all of the following:
a. an orientation to wellness and prevention as desired counseling goals; b. counselor characteristics and behaviors that influence helping processes; c. essential interviewing and counseling skills;
d. counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professional research and practice in the field so they begin to develop a personal model of counseling;
e. a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions;
f. a general framework for understanding and practicing consultation; and
g. crisis intervention and suicide prevention models, including the use of psychological first aid strategies.
6. GROUP WORK—studies that provide both theoretical and experiential understandings of group purpose, development, dynamics, theories, methods, skills, and other group
approaches in a multicultural society, including all of the following:
a. principles of group dynamics, including group process components, developmental stage theories, group members’ roles and behaviors, and therapeutic factors of group work;
c. theories of group counseling, including commonalities, distinguishing characteristics, and pertinent research and literature;
d. group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness; and
e. direct experiences in which students participate as group members in a small group activity, approved by the program, for a minimum of 10 clock hours over the course of one academic term.
7. ASSESSMENT—studies that provide an understanding of individual and group approaches to assessment and evaluation in a multicultural society, including all of the following:
a. historical perspectives concerning the nature and meaning of assessment;
b. basic concepts of standardized and nonstandardized testing and other assessment techniques, including norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, psychological testing, and behavioral observations;
c. statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations;
d. reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information);
e. validity (i.e., evidence of validity, types of validity, and the relationship between reliability and validity);
f. social and cultural factors related to the assessment and evaluation of individuals, groups, and specific populations; and
g. ethical strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling.
8. RESEARCH AND PROGRAM EVALUATION—studies that provide an understanding of research methods, statistical analysis, needs assessment, and program evaluation, including all of the following:
a. the importance of research in advancing the counseling profession;
b. research methods such as qualitative, quantitative, single-case designs, action research, and outcome-based research;
c. statistical methods used in conducting research and program evaluation;
d. principles, models, and applications of needs assessment, program evaluation, and the use of findings to effect program modifications;
e. the use of research to inform evidence-based practice; and
f. ethical and culturally relevant strategies for interpreting and reporting the results of research and/or program evaluation studies.
Technology Competencies
1. Demonstrate ability to operate a computer system in order to successfully utilize software. 2. Evaluate and use computers and related technologies to support the instructional process. 3. Apply current instructional principles, research, and appropriate assessment practices to the use
of computers and related technologies.
4. Explore, evaluate, and use computer/technology-based materials, including applications, educational software and associated documentation.
5. Demonstrate knowledge of uses of computers for problem-solving, data collection, information management, communications, presentations, and decision making.
6. Design and develop student learning activities that integrate computing and technology for a variety of student grouping strategies and for diverse student populations.
7. Evaluate, select, and integrate computer/technology-based instruction in the curriculum of one’s subject area(s) and/or grade levels.
8. Demonstrate knowledge of uses of multimedia, hypermedia, and telecommunications to support instruction.
9. Demonstrate skill in using productivity tools for professional and personal use, including word processing, database, spreadsheet, and print/graphic utilities.
10. Demonstrate knowledge of equity, ethical, legal, and human issues of computing and technology use as they relate to society and model appropriate behaviors.
11. Identify resources for staying current in applications of computing and related technologies in education.
12. Use computer-based technologies to access information to enhance personal and professional productivity.
Curriculum Organization
Master of Education Programs
The Counselor Education Program adheres to the standards set forth by the counseling
profession’s accrediting body, CACREP. The following is a list of the eight common core areas as established by the accrediting body. Courses that produce the identified knowledge and skill are listed following each competence area. Although the courses specified are targeted to offer the students information and experiential skill relating to the identified standard, this is not meant to imply that the standard will not be addressed in other courses as well. In addition, course content may extend beyond stated standards. Therefore, with an understanding that the Counselor
HUMAN GROWTH AND DEVELOPMENT - Studies that provide an understanding of the
nature and needs of individuals at all developmental levels.
COUN 6620 - Human Growth and Development
PROFESSIONAL ORIENTATION - Studies that provide an understanding of all aspects of
professional functioning including history, roles, organizational structures, ethics, standards, and credentialing.
COUN 6630 - Professional Orientation and Ethics
SOCIAL AND CULTURAL FOUNDATIONS - Studies that provide an understanding of
counseling issues and trends in a multicultural and diverse society.
COUN 6760 - Diversity Sensitivity in Counseling
HELPING RELATIONSHIPS - Studies that provide an understanding of counseling and
consultation processes.
COUN 6660 - Communication Skills in Counseling
COUN 6680 - Theories and Techniques of Counseling
COUN 6820 - Administration and Consultation in Counseling
GROUP WORK - Studies that provide an understanding of group development, dynamics,
counseling theories, group counseling methods and skills, and other group work approaches.
PSYC 6147 - Seminar in Group Process
CAREER LIFESTYLE AND DEVELOPMENT - Studies that provide an understanding of
career development and related life factors.
COUN 6720 - Career Development Theory and Practice
APPRAISAL - Studies that provide an understanding of individual and group approaches to
assessment and evaluation.
PSYC 6125 - Psychological Tests and Measurements
EDUC 6040 - Tests and Measurements for Educational Leaders
RESEARCH AND PROGRAM EVALUATION - Studies that provide an understanding of
types of research methods, basic statistics, and ethical and legal considerations in research.
EDUC 6021 - Introduction to Research Design
COUN 6820 – Administration and Consultation in Counseling
CLINICAL INSTRUCTION - This includes supervised practice and internships completed as
COUN 6880 - School Counseling Practicum
COUN 6890 - CMHC Practicum
COUN 6900 - School Counseling Internship I
COUN 6910 - CMHC Internship I
COUN 6920 - School Counseling Internship II
COUN 6930 - CMHC Internship II
AREAS OF SPECIALIZATION
Clinical Mental Health Counseling Specialized Courses
COUN 6700 - Couples and Family Counseling
COUN 6790 - Clinical Mental Health Counseling
COUN 6800 - Assessment, Diagnosis, and Intervention in Counseling
COUN 6840 - Introduction to Addictions Counseling
COUN 6850 - Treatment Planning in CMHC
The Clinical Mental Health Counseling specialization involves a course of study which can lead to entry level employment in a wide range of human service and community based mental health settings, including community mental health centers, employee assistance programs, addiction and recovery programs, and outreach programs geared to specific issues or populations.
Therefore, in addition to the common core curricular experiences, all students majoring in the Clinical Mental Health Counseling specialization are required to demonstrate knowledge and skill in areas specific to a professional counselor practicing in such community settings.
Student Learning Outcomes
Clinical Mental Health Counselors are most effective when they fully understand their role, function, and professional identity within the communities they serve. This requires an acknowledgment of the sociocultural, demographic, and lifestyle diversities relevant to those communities, and knowledge of effective and appropriate strategies for the enhancement of the mental health of those varied and diverse clients who look to the clinical mental health counselor for program development and service delivery.
Clinical mental health counseling requires knowledge of theories and techniques of needs assessment in order to be able to design, implement, and evaluate these programs and services, which include community intervention, consultation, education, and outreach. In addition, the community counselor needs to understand the relationships between counselors and other professionals working within a particular community in order to establish a base for client referrals, community resources, and client advocacy.
study to the 60-hour program to graduate with the Clinical Mental Health Counseling concentration.
The Clinical Mental Health Counseling program is currently accredited under the 2001 standards for Community Counseling programs as a Community Counseling program. The CACREP 2009 standards combine the Community Counseling and Mental Health Counseling standards into standards for Clinical Mental Health Counseling programs. The counseling program intends to seek accreditation for this program as a Clinical Mental Health Counseling program when it comes up for reaccreditation in 2014, per CACREP guidelines.
Student learning outcomes are assessed utilizing the Professional Counselor Development Evaluation (PCDE). The final PCDE evaluation in COUN 6930: CMHC Internship II is
summative. In this final evaluation students are allowed no more than two scores at the In Progress level in any category. Students receiving three or more less than Proficient scores, or any score of Unsatisfactory, during this evaluation will receive an Incomplete for the COUN 6930: CMHC Internship II and will need to repeat the course in order to graduate from the program.
School Counseling Specialized Courses
COUN 6780 - School Counseling
COUN 6820 - Administration and Consultation for School Counselors
COUN 6860 – Counseling Children and Adolescents
The School Counseling specialization involves a course of study designed to lead to eventual employment as a counselor in the public schools. Because of the preventive and proactive nature of school counseling, in addition to the common core curricular experiences, all students majoring in the school counseling specialization are required to demonstrate knowledge and skill in areas specific to this professional specialty.
Student Learning Outcomes
The School Counseling preparation program strives to meet the standards of the Board of Regent’s
of the University System of Georgia Principles and Actions for the Preparation of School
Counselors, which went into effect in the fall of 2004. These standards are based on the American School Counselor Association (ASCA) National Model for School Counseling Programs, and
incorporate the four major themes of leadership, advocacy, collaboration and teaming, and systemic change, which are emphasized throughout the school counselor preparation program. Before graduation, school counseling candidates must be able to show that they can positively impact students’ academic, career, and personal/social development.
School counselors are trained to do basic clinical assessment and counseling in a similar manner to those in the Clinical Mental Health Counseling program. In addition, school counselors must be able to develop and implement comprehensive guidance programs, utilizing needs assessments and data analysis that are an integral part of the total educational process. Therefore, school counselors need to be effective decision makers and program planners. This requires knowledge of the
functioning of children and adolescents; and an overall ability to build, manage, implement, and evaluate comprehensive school counseling programs. School counselors also need to recognize that parent and staff consultation is an important function of their profession, and therefore, develop and refine their skills to establish appropriate and effective working relationships with varied and diverse groups.
Student learning outcomes are assessed utilizing the Professional Counselor Development
COURSE OF STUDY – Clinical Mental Health Counseling
(CMHC)
Master of Education in Counselor Education Program CMHC Concentration
Foundation Courses (3 credits)
EDUC 6021 Introduction to Educational Research 3 hours
Core (30 credits)
COUN 6620 Human Growth and Development 3 hours
COUN 6630 Professional Orientation and Ethics 3 hours COUN 6660 Communication Skills in Counseling 3 hours COUN 6680 Theories & Techniques of Counseling 3 hours
COUN 6720 Career Development Theory 3 hours
COUN 6760 Diversity Sensitivity 3 hours
COUN 6770 Crisis Intervention Counseling 3 hours
COUN 6890 CMHC Practicum++ 3 hours
EDUC 6040 or PSYC 6125 Tests and Measurement 3 hours
PSYC 6147 Seminar in Group Process 3 hours
Specialized Courses (21 credits)
COUN 6700 Couples and Family Counseling 3 hours
COUN 6790 Clinical Mental Health Counseling 3 hours COUN 6800 Assessment, Diagnosis, & Intervention 3 hours COUN 6840 Introduction to Addictions Counseling 3 hours
COUN 6850 Treatment Planning in CMHC 3 hours
COUN 6910 CMHC Internship 3 hours
COUN 6930 CMHC Internship II (Capstone) 3 hours
Elective Courses (6 credits) 6 hours
COUN 6860 Counseling Children and Adolescents COUN 6870 Gender Issues in Counseling
COUN 6950 Special Topics in Counseling
PSYC 6182 Clin. and Addictive Psychopharmacology PSYC 6143 Behavior Pathology
Total 60 Hours
COURSE OF STUDY – School Counseling
Master of Education in Counselor Education Program School Counseling Concentration
Foundations Courses (6 credits)
EDUC 6021 Introduction to Educational Research 3 hours EDUC 6040 Tests & Measurements for Education 3 hours
Core Courses (27 credits)
COUN 6620 Human Growth and Development 3 hours
COUN 6630 Professional Orientation and Ethics 3 hours COUN 6660 Communication Skills in Counseling 3 hours COUN 6680 Theories & Techniques of Counseling 3 hours COUN 6720 Career Development Theory & Practice 3 hours
COUN 6760 Diversity Sensitivity 3 hours
COUN 6770 Crisis Intervention Counseling 3 hours
COUN 6880 School Counseling Practicum++ 3 hours
PSYC 6147 Seminar in Group Process 3 hours
Specialized Courses (15 credits)
COUN 6780 School Counseling 3 hours
COUN 6820 Administration & Consultation 3 hours COUN 6860 Counseling Children and Adolescents 3 hours
COUN 6900 School Counseling Internship 3 hours
COUN 6920 School Counseling Internship II (Capstone) 3 hours
Total 48 Hours
REQUIRED FOR CERTIFICATION
**SPED 4002 Teaching Students with Disabilities 3 hours OPTIONAL COURSES:
Other specialized courses in CMHC track
POLICIES OF THE COUNSELOR EDUCATION PROGRAM
Admission to the Master’s Program: Process and Criteria
The Counselor Education Program faculty seeks to admit only those individuals who are personally and academically prepared to successfully complete the Master’s degree in clinical mental health or school counseling. Faculty members recognize the need for counselors to be sensitive and competent in working with diverse populations. In order to meet this need, they support multicultural perspectives throughout educational programs and actively seek a diverse student and faculty population.Additionally, faculty are committed to admitting students who demonstrate an awareness of self and others regardless of race, religion, ethnicity, age, physical ability, sexual orientation, gender, or other forms of diversity. Only those students who have completed the admissions process and have been fully accepted into the program may take counseling courses. Exceptions may be given on a case by case basis to those with previous graduate experience.
Admission to the program is competitive and based on several criteria. For all counseling programs, the student should exhibit those personal qualities or characteristics which, in the judgment of the faculty, are necessary for effective functioning in the role of a counselor. Applicants may obtain an application packet and more detailed admissions criteria from the
Dean’s office in the College of Education or refer to the Counselor Education Program website for forms and information.
Consult the College of Education Graduate Programs portion of the university catalog for information on transfer hours, retention and exit from programs, time limits for completion of degree, graduate appeals and financial aid.
Application deadlines are as follows: Fall semester admission – June 2
Spring semester admission – November 2 Summer semester admission – March 2
The completed application packet should be submitted to the College of Education Dean’s office. The application process includes several requirements, the last of which is a formal interview with program faculty. These requirements include:
1. Complete application and accompanying materials to the College of Education (COE) Graduate
Program, including a criminal background check (see University Catalog for complete list of COE graduate program requirements)
2. Passing score on the Georgia Assessments for the Certification of Educators (GACE) Basic
Skills test (School Counseling track applicants only)
Graduate Record Exam (GRE) - Minimum of 300 GRE exam scores on the test overall, with a score of at least 146 GRE exam scores on the verbal subtest.
Miller’s Analogy Test (MAT) - Minimum score of 388
4. Three Recommendation Forms
Applicants will include at least three professional recommendations using the forms that are available on the College of Education Dean’s office website
(http://www.gru.edu/colleges/education/graduate_admissions.php) or the counseling program website (http://www.gru.edu/colleges/education/elcse/).
5. Personal Autobiographical Essay
Applicants will write an autobiographical essay in which they discuss their reasons for wanting to become a counselor, what attributes they may possess which would contribute to their
effectiveness as a counselor, what personal characteristics they possess that might hinder their relationships with clients, and how they are planning to address those issues. The essay must be double-spaced and three pages in length.
6. Writing and Technology Proficiency Sample
Applicants will complete a writing and technology proficiency sample. During this one-hour session, applicants will read a brief article and, using a computer, will write an essay responding to question prompts. Applicants will contact the GRU Testing and Disabilities Office at
706-737-1469 to arrange a time and date to complete the writing sample prior to the admissions deadline.
Students who live farther than 100 miles from campus may request alternative arrangements.
7. Personal Interview
The personal interview with the Admissions Committee is the final requirement for admission into the program. The Admissions Committee is composed of counseling faculty. Applicants who are selected by faculty based on the quality of the previous criteria will be invited to the interview. The interview is designed to assess applicants’ potential for forming effective interpersonal
relationships in individual and group contexts; openness to self-examination and personal and professional growth; potential to develop knowledge, skills and dispositions in the field; potential to work effectively with diverse populations; emotional stability; receptiveness to supervision; degree to which the Program’s objectives and mission are consistent with the vocational and professional goals of applicants; and the degree to which applicants display the potential for success in the counseling profession. After the interview applicants are evaluated by the faculty with a rubric which considers all of these factors, including both academic and non-academic issues.
The Admissions Committee makes its recommendations to the Dean of the College of Education. The Dean’s office sends each applicant a formal letter regarding the status of the application, usually within one week after the interview.
Assessment of Admissions Criteria
The Counselor Education Program faculty seriously takes their ethical responsibility to the
counseling profession to admit only those students who display or provide evidence of their ability to succeed both academically and interpersonally in a graduate counseling program. The following criteria are considered in determining those students who will be accepted in the program:
A. Evidence of academic ability and potential for graduate level study as determined by a review of student transcripts, including undergraduate grade point average (GPA), GRE or MAT test scores, and a review of writing organization, sentence structure, mechanics, and ideas and content in the personal essay.
B. Potential for forming effective interpersonal relationships in individual and small group contexts as evidenced by the following:
1. interpersonal skills demonstrated in the applicant's personal interview with the counselor education program faculty.
2. faculty's assessment of letters of recommendation from professionals (e.g., former professors, employers, colleagues) who can comment on the applicants’ effectiveness for forming and maintaining such interpersonal relationships.
C. Appropriateness of vocational goals and objectives and their relevance to a program of study in professional counseling as evidenced by the clarity of goals communicated by applicants during the personal interview with the Counselor Education faculty.
D. Openness to self-examination and personal and professional development as evidenced by the following:
1. observation and assessment of the applicants’ behavior during the course of the interview with the faculty.
2. faculty's assessment of letters of recommendation from professionals who can comment on the applicants’ openness to self-examination and evidence of professional
development.
E. Extent of paid or volunteer experience indicative of an interest in the helping professions. F. Technological competency as noted in description of technology experience.
G. A satisfactory result from a criminal background check prior to admission. A background check is necessary as field experiences are required in most courses.
One of the underlying assumptions of the Counselor Education Program is that people entering the counseling profession need to work on their own personal growth by participating in counseling. In the interest of facilitating such personal growth and ensuring that students develop the openness and ability to work through any personal or professional issues blocking professional
Nondiscrimination Policy
It is the policy of Georgia Regents University that there shall be no discrimination against any individual on the basis of age, physical disability, national origin, race, religion, sex, or sexual orientation. This nondiscrimination policy applies to all students, faculty, staff, employees, and applicants.
The Counselor Education Program strongly supports this policy. In addition, the Program actively recruits students of diverse backgrounds, and, if necessary, makes every effort to retain these students via financial and tutorial assistance. The Program's philosophy recognizes the uniqueness of students, and emphasizes the goal of helping all students to realize their potential, taking into account ethnic and cultural contexts in order to provide a satisfactory education for all students. The faculty believes that the recruitment, retention, and development of culturally diverse counselors is a professional responsibility, just as it is a professional responsibility to provide adequate and appropriate programs and services to a culturally diverse clientele. The Program is, therefore, committed to recruiting and admitting a diverse student population.
Endorsement Policy of the Counselor Education Program
Students who successfully complete all requirements for the Master of Education degree in Counseling and display appropriate professional dispositions will receive formal endorsement in their area of specialization by the faculty of the training Program.Formal endorsement includes a recommendation for state certification by both the Counselor Education faculty and the College of Education's Certification Officer for those students
successfully completing the specialization program in school counseling, or recommendation for employment as a clinical mental health counselor in a setting consistent with the training provided. Students will receive formal program endorsement only in that program for which they have met training requirements.
Successful completion of a program means the completion of all didactic and experiential course work, including practicum and internship that is marked by performance sufficient to insure that the candidate possesses the skills and competencies necessary for ethical provision of services to clients in the setting for which endorsement is made.
Completion of all requirements means that the candidate has completed the 48 or 60 semester hours of their particular Master’s Degree program specialty area. The faculty does not endorse recent graduates of any degree program for licensure or independent practice since three years of practice under supervision, beyond the degree, is required for licensure. However, application for the Licensed Associate Professional Counselor may be made upon graduation and the National Counselor Exam may be taken at that time. Program faculty assist the student in completing sections of the application that refer to practicum and internship, as well as providing a reference statement.
responsibility to obtain and follow these procedures. Students in the Clinical Mental Health Counseling program should also contact the appropriate licensing board in their state if they are interested in pursuing LPC or NCC licensure (see Licensing section).
Systematic Assessment of Students Pursuing the
Master’s Degree in Counselor Education
In accordance with the College of Education Retention and Exit from Master's Program Policies, candidates must maintain a 3.0 GPA throughout their tenure in the program. Should this standard not be maintained, the student will be placed on academic probation and must re-establish the GPA of 3.0 during the next semester of enrollment. If a student is unable to remediate the grade point average after one semester, he/she will be placed on academic suspension for a period of one semester. Reinstatement requires meeting with advisors, developing a formal plan to address academic problems, and the student's petition to the Exceptions Committee for reinstatement. In addition to academic coursework, students are assessed at key points throughout the program. Twice yearly, in accordance with CACREP guidelines, the Counselor Education faculty meets to evaluate the progress of each matriculated student. The student's advisor is responsible for collecting relevant feedback from the faculty about a particular student.
Each student will be formally evaluated on a variety of assessments throughout the program (see Appendix B). Assessment instruments utilized will be reviewed with students during introductory courses. Three times throughout the program, students will be evaluated by faculty using the
Professional Counseling Development Evaluation (PCDE). The first evaluation will be conducted
during the COUN 6680: Counseling Theories course, during the initial phase of the program. The next assessment phase will occur at mid-program, when students are enrolled in COUN
6880/6890: Counseling Practicum course. The final evaluation will occur in COUN 6920/6930: Counseling Internship II during the final semester of the program. The purpose of the PCDE instrument is to provide the student with feedback regarding their progress in the program and to outline any areas of concern. With this information the student is expected to make any necessary improvements. The student will be able to view the PCDE results from faculty on the LiveText data storage system. Other key assessments are also conducted, including, but not limited to site observation forms and evaluations by site supervisors during practicum and internship. These evaluations may be modified as faculty work to improve the student evaluation process.
When a student's progress is not satisfactory on interpersonal or professional criteria unrelated to academic performance, she or he may be placed on remediation status. In this event, the following process will occur:
The student will receive a Remediation Plan from her or his advisor (which has been developed after a personal conference with the advisor and another faculty member(s) outlining the faculty’s’ concerns and stating that the student has been placed on remediation status. In addition, the
Remediation Plan will delineate what conditions the student must meet in order to be removed from remediation status. The student will also be informed of the consequences of failing to comply with the outlined conditions, which includes the possibility that the student will be dropped from the Program.
remediation period to last one semester. Usually, a student is either reinstated fully or is
terminated from the Program at this time. However, it is possible for remediation to be extended if the faculty warrants that additional time is needed, or the student has met prior conditions outlined by the faculty but has shown evidence of new deficiencies.
If a student in the Counselor Education Program is arrested for any offense, it is the student’s responsibility to notify his or her advisor as soon as possible. Failure to do so may result in immediate dismissal from the program. In such instances, the faculty will decide whether the student will be dismissed or placed on remediation status, and will specify particular steps and a timeframe in which to regain regular status.
Application for Practicum/Internship will include an updated criminal background check. In addition, during internships, the Community Mental Health Center or other agencies may require urine samples for drug related tests. Failure to pass any of the required tests may result in dismissal from the Program.
Dismissal from a school or community mental health position or from a practicum or internship placement may result in dismissal from the program. Making a grade of F in any course is
grounds for immediate dismissal from the program. Any course in which a student earns a D or F will need to be taken over for a higher grade.
Grievance Procedure
If a student believes that she or he has been treated unfairly, either in a particular course or as a result of the formal evaluation process, it is the student's right to initiate a grievance procedure. The Georgia Regents University procedures for Student Academic Appeals and Student Academic Grievances are fully explained in University Catalog located on the GRU website.
Time Limit for Completion of Degree
The attainment of a clinically based Master's degree offered by the Counselor Education Program inherently implies that a student will proceed through their training program in a logical course sequence without any major interruption of time. Except in instances such as family or personal emergencies, students will be expected to complete their program of studies consistent with the two or three year time table they established with their advisor when they developed their program of study. Even in those special circumstances where personal or family emergencies necessitate a student's not taking courses during a particular academic term, the Georgia Regents University policy of completing one's course of study within seven calendar years must be adhered to. If for any emergency reason, a student wishes to not pursue their prescribed program of study during a particular semester, these issues will have to be discussed with the student's advisor, approved, and a revised program of study completed. Students who are inactive in the program for two
SYSTEM OF ACADEMIC AND PROFESSIONAL ADVISING
When a student is admitted to the Counselor Education Program, he or she is assigned an
advisor/mentor. During the course of the student's matriculation, it is the student's responsibility to make regular contact (usually once each academic term) with their advisor regarding courses to be taken and overall progress in their training program. Although each student will have numerous contacts and interactions with all Program faculty during the course of training, the Program faculty strongly believes in the value of the advisor/advisee relationship as a primary method of professional development.
Among the advisor's responsibilities are the following:
1. To meet with the student as soon after the student has been accepted to the Program as possible and develop a formal "Advising Sheet" that meets the student's professional goals and interests as well as ensure a timely completion of the degree requirements. The formal Program of Study must be completed and signed by the advisor before the completion of the student's first academic semester in the Program.
2. To perform a variety of "mentoring" roles with the student that facilitates the student's personal and professional development as an effective and competent counselor.
3. Where necessary, to advise the student each academic term about courses to be taken in the subsequent term.
4. To communicate any corrective feedback to the student as a result of faculty evaluations of students (see Systematic Assessment of Students Pursuing the Master’s Degree in Counselor Education.
5. To review the advisee's records at the time that the student registers to graduate via the Application for Graduation to determine that the student has met all program requirements. 6. To serve as overall liaison between the Program and the advisee.
NEW STUDENT ORIENTATION
consolidate, and critique their learning experience, as well as have an opportunity to continue working together to develop and practice collaborative interpersonal skills.
PROFESSIONAL IDENTITY AND AFFILIATION
Matriculated students in the Counselor Education Program are urged to consider affiliation with the professional association serving the counseling profession. That organization is the American Counseling Association (ACA). Benefits of membership include receiving the professional
journal(s) published by ACA, identification with current professional issues, opportunity to attend state, regional and national meetings, eligibility for member services (e.g., professional liability insurance, legal defense fund, library resource use), and provide an avenue for networking and interaction with other counseling professionals having interests and areas of expertise similar to your own. Student membership in ACA is available at a reduced membership cost, as are registration fees for the various professional conferences. ACA student membership applications require a faculty member's endorsement. Students will also be encouraged to join their respective state counseling association (see list below). Announcements for state, regional, and national professional meetings are regularly sent via the student listserve and are posted on the Counselor Education bulletin board located outside the CELR Department's Office.
The Counselor Education faculty is committed to encouraging each of our students to learn about the various specialty divisions of the ACA and become actively involved in those divisions that are congruent with the student's specialty interests. The various divisions of ACA and the affiliate state professional organizations are listed below:
American Counseling Association
ACA American Counseling Association (www.counseling.org) Publication: Journal of Counseling and Development
Divisions and Journal
AACE Association for Assessment in Counseling and Education Publication: Measurement and Evaluation in Counseling Development AADA Association for Adult Development and Aging
Publication: AADA Newsletter, Adultspan
Association for Child and Adolescent Counseling (ACAC) ACC Association for Creativity in Counseling
Publication: Journal of Creativity in Mental Health AACA American College Counseling Association Publication: Journal of College Counseling
Publication: Counselor Education and Supervision
AHC Association for Humanistic Counseling (formerly C-AHEAD) Publication: Journal of Humanistic Education and Development
AGLBTIC Association for Lesbian, Gay, Bisexual and Transgender Issues in Counseling Publication: The Journal of LGBT Issues in Counseling
AMCD Association for Multicultural Counseling and Development Publication: Journal of Multicultural Counseling and Development AMHCA American Mental Health Counselors Association
Publication: Journal of Mental Health Counseling
ARCA American Rehabilitation Counseling Association Publication: Rehabilitation Counseling Bulletin
ASCA American School Counselor Association (www.schoolcounselor.org) Publications: The School Counselor, Elementary Guidance and Counseling ASERVIC Association for Spiritual, Ethical and Religious Values in Counseling Publication: Counseling and Values
ASGW Association for Specialists in Group Work Publication: Journal for Specialists in Group Work CSJ Counselors for Social Justice
Publication: Journal for Social Action in Counseling and Psychology IAAOC International Association for Addictions & Offender Counseling Publication: Journal of Addictions and Offender Counseling
IAMFC International Association of Marriage and Family Counselors
Publication: The Family Journal: Counseling & Therapy for Couples & Families NCDA National Career Development Association
Publication: The Career Development Quarterly NECA National Employment Counseling Association Publication: Journal of Employment Counseling
Find more information about each of the American Counseling Association’s twenty divisions at
www.counseling.org
PROFESSIONAL LIABILITY INSURANCE
All students are required to obtain liability insurance before they reach the practicum and
